Language Teacher Identity in TESOL : Teacher Education and Practice as Identity Work book cover
1st Edition

Language Teacher Identity in TESOL
Teacher Education and Practice as Identity Work

  • Available for pre-order. Item will ship after July 6, 2020
ISBN 9780367359560
July 6, 2020 Forthcoming by Routledge
264 Pages

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Book Description

This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. 


By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The fifteen chapters offer insight into the experiences of pre-service teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. 


This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

Table of Contents


Introduction. Language teacher learning and practice as identity work: An overview of the field and this volume

Bedrettin Yazan & Kristen Lindahl

Part I. Teacher Identity Work in Narratives and Writing

Chapter 1. Repurposing Identity Reconstruction as Transformative Pedagogy: Multilingual Teachers in The US First-Year Composition Context

Cristina Sánchez-Martín

Chapter 2. Writing Narratives, Shifting Identities: Developing Language Teacher Identity and Practice in Working with Students with Limited/Interrupted Formal Education

Jennifer Morrison, Alexis González & Laura McBride

Chapter 3. At the Dinner Table: Pre-Service EFL Teachers’ Identity Negotiations and Resources

Laura M. Kennedy

Part II. Teacher Identity Work in Multimodal Spaces

Chapter 4. Understanding Language Teacher Identity: Digital Discursive Spaces in English Teacher Education and Development

John I. Liontas

Chapter 5. Multimodal Identity Construction of Technology-Using Language Teachers via Stance Taking in an Online Learning Space

Ai-Chu Elisha Ding & Faridah Pawan

Chapter 6. Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education

Marlon Valencia, Antoinette Gagné, & Sreemali Herath

Part III. Teacher Identity Work vis-à-vis Race, Ethnicity, and Language

Chapter 7. Reading, Writing, and Race: Sharing the Narratives of Black TESOL Professionals

Kisha C. Bryan & Ayanna C. Cooper

Chapter 8. Anti-Oppressive Pedagogy in Language Teacher Education: A Collaborative Case Study of Identity Texts

Jamie L. Schissel & Crissa Stephens

Chapter 9. Reality check: Identity struggle and experiences of NESTs Living and Teaching Abroad

Alex Ho-Cheong Leung & Timothy Yip

Part IV. Teacher Identity Work vis-à-vis Teacher Emotions

Chapter 10. Teacher Emotion as Pedagogy: The Role of Emotions in Negotiating Pedagogy and Teacher Identity

Juyoung Song

Chapter 11. Identity, Noticing, and Emotion among Pre-Service English Language Teachers

Daniel O. Jackson & Tomoya Shirakawa

Chapter 12. Our Job, Too: International Full-time Non-tenure-track Faculty, English Language Teacher Education, and Emotionally Distressed Students in South Korea

Michael Jordi Mumford & Ksan Rubadeau

Part V. Teacher Identity Work in Teacher Educator-Researcher Practices

Chapter 13. Intercepting and Fluid Identities: From Reflective Teacher Educators to Reflective Teachers

Georgios Neokleous & Anna Krulatz

Chapter 14. Strengths-Based Mentoring for Preservice ESL Teacher Professional Identity Development: A Self-Study of Teacher Education Practices

Ye He & Doris Kroiss

Chapter 15. The Autoethnography of an [Re]-Emerging Researcher Identity and Its Impact on EAP Teaching Pedagogy

Simon Mumford & Kenan Dikilitaş


Manka Varghese and Hayriye Kayi-Aydar

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Bedrettin Yazan is an Assistant Professor of Educational Linguistics at the University of Alabama, USA.

Kristen Lindahl is an Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA.